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Objective(s)
To examine the types of traumatic brain injury (TBI) education developed for children
and adolescents with TBI and their families/caregivers; and identify gaps in the existing
pediatric literature.
Data Sources
English-language articles published through July 2018 were systematically identified
using PubMed, PsychINFO, PsychBITE, ERIC, CINAHL, ABIEBR, PROSPERO, and Cochrane Library
databases. The search strategy included words, such as TBI, head injury, concussion,
pediatric, child(ren), adolesc(ent), and education, training, and instruction.
Study Selection
Target populations included pediatric participants (age <18) with TBI, their families/caregivers,
and excluding coaches, educators, or the general public. Only articles that described
education, information or training on the consequences of pediatric TBI were included.
Data Extraction
Two independent reviewers abstracted data using a REDCap database, which included
the sample characteristics, study design, education types, education delivery, dose/duration
of education, measurement and results, and authors’ main conclusions. All data were
compared and discrepancies resolved.
Data Synthesis
Forty-two articles met the inclusion criteria and were included in the review. Based
on commonly used TBI severity indices, 24 studies were classified as mild TBI (mTBI)
and 18 studies were primarily moderate/severe TBI (mod-severe TBI). Only six studies
geared the education strictly to children or adolescents with TBI. TBI education was
provided primarily in the emergency department or outpatient/community setting. The
majority of studies described TBI education as the main topic or intervention. Examples
of the educational topics included TBI-related symptoms, self-management of symptoms,
TBI recovery process, return to work/school, family issues, and when to seek care.
Conclusions
Few studies have examined the effectiveness of TBI education designed for children
and adolescents with TBI or their relatives/caregivers, and even fewer studies have
addressed the educational needs of diverse populations. More work is needed on supporting
family members, particularly siblings, with adjusting to the consequences of their
brother's or sister's TBI. Future work is also needed to develop and evaluate innovative
programs and technology that promote self-management of TBI-related symptoms among
children and adolescents with TBI.
Author(s) Disclosures
The authors have no disclosures.
Keywords
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© 2022 Published by Elsevier Inc.
